Exploring quality teacher education programmes in Lebanon, Qatar, and China

被引:0
作者
El-Abd, Maria [1 ]
Chaaban, Youmen [2 ]
Du, Xiangyun [3 ]
Wang, Li [4 ]
机构
[1] Lebanese Int Univ, Dept Educ, Tripoli, Lebanon
[2] Azm Univ, Fac Educ, Tripoli, Lebanon
[3] Qatar Univ, Coll Educ, Educ Res Ctr, Doha, Qatar
[4] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Hubei, Peoples R China
关键词
Teacher education; comparative; pre-service teachers; programme coherence; PRESERVICE TEACHERS; RESPONSE STYLES; COHERENCE; PRACTICUM; PERCEPTIONS; KNOWLEDGE; SCHOOL;
D O I
10.1080/13596748.2021.1980663
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The present quantitative study explored pre-service teachers' perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEP5 significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.
引用
收藏
页码:461 / 478
页数:18
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